Außerunterrichtliches Peer Tutoring mit deutsch-türkischsprachigen Grundschulkindern: Umsetzungsgenauigkeit und Umfang von bilingualer Kommunikation
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Zusammenfassung: Der vorliegende Beitrag fokussiert die Implementation von außerunterrichtlichen Peer Tutoring-Trainings im Lesen und Rechnen mit türkisch-deutschsprachigen Grundschulkindern. Hierbei bildeten jeweils zwei Grundschulkinder (Peers) ein Tandem, das von einer geschulten studentischen Trainingsleitung angeleitet wurde. Zur Erfassung der Implementation von Peer Tutoring-Elementen unter diesen Bedingungen wurde die Umsetzungsgenauigkeit herangezogen. Eine Besonderheit der Studie war, dass es einem Teil der Trainingsgruppen erlaubt war, beide Sprachen während des Trainings zu sprechen. Für die bilinguale Kommunikation wurden zusätzliche Operationalisierungen geprüft, um die Umsetzung bilingualer Kommunikation zu erfassen. Darüber hinaus wird im Beitrag konsequent zwischen der Implementation durch Trainingsleitungen und durch Lernende unterschieden. Die Ergebnisse unterstreichen die hohe Umsetzungsgenauigkeit der außerunterrichtlichen Peer Tutoring-Trainings. Sie zeigen aber auch auf, dass die Lernenden in diesem Setting nur wenig miteinander in ihrer Herkunftssprache kommunizierten und mehr türkischsprachige Impulse durch Trainingsleitungen nicht mit mehr bilingualer Kommunikation durch die Lernenden einherging. Der Beitrag liefert somit weitere Erkenntnisse zur Aktivierung und zum Umfang bilingualer Kommunikation beim kooperativen Lernen.
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Turkish students refused using Turkish texts or Turkish conversation for learning in a formal setting, even when explicitly encouraged, and chose to work in German instead.
“For example, Turkish students refused using Turkish texts or Turkish conversation for learning in a formal setting, even when they were explicitly encouraged to do so, and chose to work in German instead (Decristan et al. 2021;Meyer and Prediger 2011).”
From Rising beliefs but descending self-efficacy when preparing in-service teachers for linguistically responsive teaching – insights from a longitudinal intervention study (2026) · cites this paper as Decristan et al. 2021
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Decristan, J., Bertram, V., Reitenbach, V., Schneider, K. M., Köhler, C., & Rauch, D. P. (2024) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2022.2141757 · Cited by 15 · see citing works
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Self-citationSchneider, K. M., Bertram, V., Decristan, J., Reitenbach, V., & Rauch, D. P. (2026) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2024.2447375 · Cited by 2 · see citing works
“For example, Turkish students refused using Turkish texts or Turkish conversation for learning in a formal setting, even when they were explicitly encouraged to do so, and chose to work in German instead (Decristan et al. 2021; Meyer and Prediger 2011).”
Self-citation
- Authors
- Decristan, J., Schastak, M., Reitenbach, V., & Rauch, D.
- Affiliations
- University of Wuppertal (DE)
- DIPF | Leibniz Institute for Research and Information in Education (DE)
- Ludwigsburg University of Education (DE)
- Corresponding author
- Decristan, Jasmin
- Venue
- Zeitschrift für Erziehungswissenschaft
- Published
- 2021-06-14
- Volume
- 24
- Issue
- 4
- Pages
- 841-860
- ISSN
- 1434-663X (ISSN-L)
- 1862-5215
- OpenAlex
- W3170478639
- Cited by
- 4
- References
- 51
- Citations by year
- 2025: 1 · 2023: 2 · 2022: 1
- FWCI
- 1.10
- Type
- journal article
- Language
- de
- Open access
- hybrid
- doi.org
- Locations
- Zeitschrift für Erziehungswissenschaft (publishedVersion, cc-by)
- OPUS-PHLB (Ludwigsburg University) (submittedVersion, cc-by)
- Pedocs (German Institute for International Educational Research) (submittedVersion, cc-by)
- peDOCS (cc-by)
- Funders
- Bundesministerium für Bildung und Forschung
- Bergische Universität Wuppertal
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
- Keywords
- peer tutoring, Turkish-speaking children, bilingual communication, implementation fidelity, reading instruction, arithmetic instruction, elementary school students, cooperative learning, student tutors, language of instruction
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